In the last decade, the Office of Education has granted several billions of dollars to local educational agencies (LEAs) in an attempt to stimulate, and sometimes force, educational improvements. This paper was presented at a symposium considering experiences accumulated in a recent national study of federal change programs as they have (or have not) influenced schools. Several cases of attempts to implement fundamental change in classroom organization by local school districts are discussed. These cases were examined as part of the Rand Change Agent Study. The problems particular to this sort of innovation are discussed, and lessons these efforts have for the implementation of innovations are suggested. (Author/MLF)

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